Media and Identity

Year Level

Year 6

Duration

45 minutes

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Curriculum Alignment

Western Australian Curriculum - Health and Physical Education
Content Descriptor:

• AC9HP6P01 - Explain how identities can be influenced by people and places, and how we can create positive self-identities.
• Elaborations relevant to media and identity:
  • Exploring how family, peers, popular culture, gender stereotypes and the media influence developing identities.

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Lesson Title

Media and Identity

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Lesson Description

In this lesson, students will explore how media representations influence identity. They will analyse a popular children’s TV show or song to identify messages it sends about identity. The class will discuss how these media portrayals shape perceptions of themselves and others.

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Learning Intention (WALT)

We Are Learning To:
Evaluate the influence of media on identity.

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Success Criteria

Students can:

• Articulate how media shapes perceptions of identity.
• Identify examples of messages about identity from a children’s show or song.
• Discuss critically how media influences their understanding of themselves and others.

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Resources

• Video or audio clips of a popular children’s show or song relevant to the cohort (with subtitles for dyslexia-friendly access)
• Whiteboard or chart paper
• Guided analysis questions handout (differentiated)
• Markers and paper for extension activity

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Lesson Outline

Time	Activity Description
0-5 min	Engage:
Introduction to topic — Quick discussion: “What is media?” and “What kinds of media do you like?” Brainstorm examples (TV shows, songs, social media).
5-15 min	Explore:
Watch the selected children’s show episode or play a popular song. Use subtitles on screen for dyslexia-friendly support. Students follow guided questions to watch/listen actively (e.g., “Who are the main characters?”, “What messages about identity do you notice?”).
15-25 min	Discuss:
Whole-class discussion responding to guided analysis questions:

• How are people shown in the media?
• Are there any stereotypes or messages about gender, culture, or abilities?
• How might these messages affect how children see themselves or others?
  Teacher models critical thinking prompts where needed for struggling learners. | | 25-35 min | Explain & Extend:
  Students work in pairs or small groups to create a simple media message (short poster or written paragraph) that promotes a positive identity message—this encourages applying understanding creatively. Advanced learners can script or storyboard a short media clip idea. | | 35-40 min | Share:
  Groups present their positive identity media message to the class briefly. Teacher highlights examples of positive and respectful identity portrayals. | | 40-45 min | Reflect:
  Class reflection: How can we be mindful of media messages? How can we challenge stereotypes? Teacher sums up key points reinforcing the learning intention. |

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Differentiation Strategies

• Provide guided analysis questions with sentence starters or vocabulary support for students who need it.
• Use subtitles during video/songs to support students with dyslexia or auditory processing difficulties.
• Allow verbal or illustrated responses for students who find written tasks challenging.
• Pair stronger readers with peers who need support for group activities.
• Extension: Advanced learners create a storyboard or script for a media message promoting positive identity, going beyond poster creation.

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Assessment

• Observation of participation and contributions during discussion (qualitative assessment of understanding).
• Review of group media messages or posters to assess grasp of how media influences identity and ability to promote positive identity portrayals.
• Informal reflection at the end of the lesson to check students’ ability to articulate media influence on identity.

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Links to General Capabilities (WA Curriculum)

• Critical and Creative Thinking — analysing media messages and creating own media representations.
• Literacy — interpreting visual and auditory media; expressing ideas through writing and presentation.
• Personal and Social Capability — understanding influences on identity, recognising stereotypes, promoting inclusive messages.
• Ethical Understanding — reflecting on fairness and respect in media portrayals.

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Teacher Tips

• Choose media that is age-appropriate and culturally sensitive—ideally familiar to students to maximise engagement.
• Encourage empathy by asking students to consider how different children might feel seeing these media messages.
• Connect discussion to local First Nations cultures and diversity as part of positive identity conversations (optional enrichment).
• Use positive language and celebrate diversity in all presentations.

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This detailed, Western Australian Curriculum-aligned lesson plan supports your Year 6 students in critically engaging with media and understanding its role in identity formation, with careful attention to differentiation, dyslexia-friendly approaches, and extension opportunities for high-achieving learners.